Investigation of the place of technology leadership in education policies

The purpose of this research is to determine the place of technology leadership in education policies. In today's conditions where technology is developing very rapidly, administrators need to have the qualifications to lead in terms of change and transformation. In this process, determining the tendencies of lawmakers and identifying the problems in the process will be useful in terms of the efficient use of technology in education. This research sought to answer the question "What is the place of technology leadership in education policies?" The type of research is qualitative research. Document analysis technique was used as the method. The documents that formed the basis of the research were divided into three categories as "teacher training and employment process", "teaching and management process" and "general documents related to education". The documents were selected from online, accessible to everyone, official and up-to-date documents directly related to education and technology. The documents that formed the basis of the research were classified in the offline environment and read to determine whether they met the criteria. As a result of this review, it was decided to examine 34 of the 64 documents and eliminate 30 documents in order not to cause duplicate results. First of all, codes were determined in order to analyze the data. The codes were divided into two categories as "technology leadership issues" and "basic dimensions of technology leadership". Technology leadership issues were determined as educational technologies, social media and digital communication, digital ethics, technological infrastructure, technological integration, technology literacy, digital competence and distance education. The basic dimensions of technology leadership were determined as planning, implementation and evaluation. The distributions related to the documents were analyzed in the Excel program. The data analyzed in the Excel program were converted to graphs. The content of the documents was analyzed in the MAXQDA program according to the determined codes. The data analyzed in the MAXQDA program were associated with the codes. After the coding process was completed in the MAXQDA program, the results were converted into code hierarchy and two-case models. According to the results obtained from the research, it was determined that the subject of technological integration was the most mentioned among the technology leadership issues in all documents, and then distance education and digital competence issues were mentioned at a high level. Technological infrastructure, educational technologies and technology literacy issues were mentioned at a moderate level. The least addressed issues were social media and digital communication and digital ethics. According to these results, it was determined that in policy documents, it was considered important to integrate technology into education and increase teachers' competence in relevant issues. However, it has been concluded that social media and digital communication and digital ethics issues are not addressed with the weight appropriate to the requirements of our age. It has been determined that in the basic dimensions of technology leadership, the planning dimension is given the most, followed by the implementation dimension and the evaluation dimension the least. This situation shows that the planning dimension is reflected in education policies but there are problems in the necessary studies and inspections in the implementation and evaluation dimensions. In particular, the low importance given to the evaluation dimension reduces the feedback and causes the same level of efficiency not to be obtained from the effort spent in planning. Keywords: Technology Leadership, Education Policy, Document, Document Analysis.